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1
Biletskyi, V. S., A. Onkovych, and O. Yanyshyn. "Media education technologies in developing students' professional competence." Thesis, University of Oulu, Finland, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/43933.
Повний текст джерела
2
Paraskevopoulou, Konstantina, and Thomas Köhler. "Organizational models in virtual teaching cooperation – documentation and evaluation of organisational didactics in a collaborative higher education project." TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73600.
Повний текст джерелаАнотація:
A recent objective of the Saxon E-learning initiative „Bildungsportal Sachsen”, a cooperation of all HEIs of the state, is to trigger the development of „virtual teaching cooperation“. Currently, a network project labelled “Virtual Teaching Cooperation”1 is underway which intends to pilot a cross-university teaching networking, considering the didactics of collaborative teaching and learning, ideally in a specialist domain and possibly between different types of universities in Saxony. Main topics of this initiative are a) the creation of solutions regarding the effective cooperation with international partners, b) the qualification of educational personal in order to strengthen their digital competences, c) the support by the creation of preparatory courses and online self-assessments using and creating OER (Open Educational Resources) material (Bildungsportal Sachsen, 2019). While the network consists of five subprojects, with the common aim to promote networking between the respective 2–4 project partners, authors follow an organizational-didactic interpretation of the virtual teaching cooperation in vocational education. This work presents the organizational models of these subprojects with a focus on their internal communication, as well as their type, method and level of the internal cooperation between the project partners. Theoretically, authors apply rather organizational theory than the usually requested media didactic approach of educational heritage. As each sub-project has developed a different blended-learning scenario and different cooperation relationships with its project partners, who might be other institutions, universities, training centres, etc., in national or international level, it is necessary to analyse these different models by documenting the process and the current results of each subproject separately. A matrix-based comparison will be presented to determine how and with which tools these organizational models have been developed and implemented in each respective educational program.
3
Hansen, Jeremy Thomas. "Social media habits and experiences of higher education administrators." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133977.
Повний текст джерелаАнотація:
This qualitative research study examined higher education administrators experience with social media as it pertains to their profession and work. As social media use among students and the general public continues to grow, this new technology has found its way into universities in administrators’ professional and private lives. The relatively young age of social media as a technology has raised many questions for administrators about how to adapt and adopt it as a tool to ultimately improve the student experience at colleges. In this qualitative study, eight administrators at California State University, Long Beach were interviewed to explore their views, concerns, and challenges related to social media. Findings from this study show that administrators had privacy concerns utilizing social media and faced challenges navigating the dual relationships that could form on social media platforms. Administrators see the need for social media competency training that can increase the effective use of social media on a college campus. The results of this study clearly call for universities to assist administrators with adopting and adapting to new technologies, and for further research to be done on how student-teacher relationships are changing due to social media. Implications include social media use by administrators improving the universities relationship with the community, as well as developing online privacy training sessions for administrators.
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Kremmyda, Stamatia. "Resistance to change in Greek higher education." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021914/.
Повний текст джерелаАнотація:
This thesis is a study of resistance to the changes in Greek higher education that were implemented within the framework of the 1999 Bologna Agreement of the European Union in the period 2007-2008. The changes that occurred were of great significance for Greece’s education system as they introduced important changes in the structure and function of Greek higher education. This thesis argues that the organisational culture that had been created throughout the history of Greek higher education was a powerful factor that provoked resistance to the new policies. Methodologically, the thesis argues that discourse, change and institutional culture are closely tied together, and that this is of crucial importance in creating, modifying, and sustaining change within higher education institutions. The process of resistance is examined through the theoretical framework of Critical Discourse Analysis (CDA) (Fairclough, 1995, 2000, 2001, 2003, 2009; Chouliaraki and Fairclough, 1999), and within this framework by applying the empirical-analytical method of the Discourse Historical Approach (Wodak and Meyer, 2009; Reisigl and Wodak, 2009). The framework and method for the study are also complemented by the discourse theory of Laclau and Mouffe (1985). The narrative of the thesis includes a critical examination of the hegemonic struggles that occurred in the 2007-2008 period, the perceptions and ideologies of the key stakeholders (politicians, university faculty, and student groups), and the ways in which the discourses about Greek higher education have been influenced by social, political, and institutional factors. Finally, the implications of the findings for adding to the existing knowledge about management and change in higher education institutions are discussed.
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Patashnick, Matthew J. "Social media and crisis communication| Supporting best practice on university campuses." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10158525.
Повний текст джерелаАнотація:
The primary purpose of this study was the exploration of social media utility as a crisis communication practice on three selected university campuses. The overarching research question for this study was “How and what social media technologies are selected, planned for, implemented, and monitored in crisis management in selected universities?”. This study examines how these institutions used social media during crisis, pinpoints the emergent themes, analyzes the engagement between the selected universities and their social media audience, and analyzes the effectiveness of social media during campus crisis situations.
The findings of this study include the documentation of institutional practices that contribute to successful social media crisis communication integration. These elements ultimately coalesce into the identification of a series of best practices that can help inform the field and contribute to the establishment of best practices for social media use during campus crisis situations. (Abstract shortened by ProQuest.)
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Morge, Shelby Paige. "College students' beliefs about mathematics, gender, and popular media." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3229576.
Повний текст джерелаАнотація:
Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006."Title from dissertation home page (viewed July 3, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2916. Adviser: Peter K. Kloosterman.
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Fuller, Megan L. "Social Media in Higher Education: Building Mutually Beneficial Student and Institutional Relationships through Social Media." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1275.
Повний текст джерелаАнотація:
Social applications such as Facebook, YouTube, and Twitter have driven the public growth of Web 2.0. Universities and colleges are using social media to reach student prospects, keep contact with current students and alumni, and provide a mechanism for group collaboration and interaction in the classroom. Higher education institutions are influenced by current social media trends, and figuring out how to effectively interact with various constituencies within the social media environment can be challenging.
In this study, a group of higher education students were surveyed about their social media practices and preferences with a focus on education-related activities. The goal of the research was to determine what aspects of social media use were most effective in reaching the student constituency based on social media usage patterns. The results led to significant observations that aid in the development of social media tactics to reach university and college students.
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Lingwall, James Andrew. "Journalism and mass communication at academic crossroads in American higher education /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7574.
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Pg, Hj Besar Dk Hjh Siti Norainna. "Engaging higher education students with social media : MIB module case study." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/engaging-higher-education-students-with-social-mediamib-module-case-study(a3b1b263-7e9d-44ec-a9cc-93f7840c4f31).html.
Повний текст джерелаАнотація:
This thesis reports on a study which investigated the application of social media in teaching Malay Islamic Monarchy (MIB) in a University of Brunei. The aim was to complement the on-campus delivery of this module, encourage student engagement and produce more active than passive learners. However, tensions existed between social media and the content of the course because of the potential of social media to drown and influence Bruneian Malay cultures and Islamic beliefs in a way that is not consistent with MIB. A questionnaire to 362 undergraduate students at the University of Brunei Darussalam taking the PB1501 MIB module in the semester 1 2012/2013 provided an initial sense of social media use and expectations. Six MIB teachers were also selected to represent different perspective of using social media in MIB module. Furthermore, the observation of ten MIB Facebook groups spaces and content analysis of ten MIB Facebook groups' transcripts produced information on teaching and learning activities as well as findings as to how teachers facilitate student engagement. The findings of the study indicate that whilst social media is a tool that should be able to solve the pedagogical problems in the MIB course, at the same time cultural obstacles are perceived by some teachers in this particular setting, impacting on its acceptance. Findings suggest that the implementation of social media such as Facebook in order to solve a pedagogical problem have raised tensions in this specific cultural environment. The research also shows the MIB teachers have mixed feelings about the fact that social media could complement MIB education. A way of conceiving the tensions between these issues is provided by the Technological Pedagogical Content Knowledge (TPACK) framework developed by Koehler and Mishra (2009), which is used to understand teacher decisions with respect to MIB, MIB pedagogy and social media (TPACK). This shows the connections and interactions between the content of MIB, the MIB pedagogy and social media.
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Holder-Ellis, Marlene Natalie. "The Role of Social Media Technology Tools in Higher Education Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1540.
Повний текст джерелаАнотація:
Although instructors at a Western Caribbean university use technology in the instructional process, they rarely use social media tools for teaching and learning. This exploratory qualitative case study addressed faculty members' perceived role of social media technology tools in higher education instruction at the local university. The conceptual frameworks that guided this study were the theory of planned behavior and the technology acceptance model. Ten faculty members at the local university were selected through a purposeful sampling process and were interviewed. Interview transcripts were organized using an iterative coding process and were analyzed for recurring themes. Trustworthiness was established through peer review, member checking, peer debriefing, and triangulation. The themes that emerged from the interviews revealed factors that encouraged the use of social media tools such as freedom in learning, growth in inferential skills, ease of communication, or access to a repository of online lessons. In addition, factors that discouraged the use of social media were also discovered, such as unreliability of the tools, hindrance to cognitive growth, or the increased number of cyber bullies. The resulting project consisted of a white paper that will disseminate the findings from this study to stakeholders with the goal of initiating a collaborative process focused on the use of social media tools in instruction. Recommendations from this project study may help to implement and integrate social media tools in instruction. The project contributes to social change through faculty members' stronger understanding of both those factors that encourage the use of social media tools and the barriers that prevent their effective use in instruction.
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Yurasek, Kevin J. "Social Media Use During The College Transition." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5160.
Повний текст джерелаАнотація:
Starting college is an exciting and pivotal time for students. During this time, the student will be faced with challenges of his or her social identity and will need to develop or modify identities based on new social situations. Previous research shows that social media play a role in identity development, but there is little information regarding the extent. Are new college students using Facebook during their transition to communicate their new identity/social group to new peers? Are they using Facebook to maintain nostalgia for previous identities/social groups? This information will be valuable to higher education professionals working with these populations - particularly in determining the most effective methods to communicate support during their transition. Using a phenomenological, qualitative approach with individual interviews of new college students in their first semester of college, this study seeks to clarify the college transition and identify what ways new college students are using Facebook during their transition. Participants identified three key themes of their college transition: a fear of not fitting in, wanting a sense of belonging, and wanting to stay connected with high school friends. Overall, the students interviewed had a successful transition and utilized Facebook to assist in each of the three themes they identified. Specifically, though, new college students are using the Group feature of Facebook to create a community of peers. The use of Facebook and Groups leads to a more successful student with a quicker and stronger adjustment to college. Higher education administrators can take advantage of this data to enhance existing strategies to increase student success.
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Thorp, Robert. "Historical Consciousness, Historical Media, and History Education." Licentiate thesis, Högskolan Dalarna, Pedagogik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-14121.
Повний текст джерелаАнотація:
This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical consciousness a complex and vague concept. The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, application, development, and significance. The study includes research about historical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes historical consciousness an important concept for identity constitution and morality. The third paper proposes a methodological framework of historical consciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development.Forskarskolan Historiska Medier (ForHiM)
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Bentley-Steyn, Lesmarie. "The effectiveness of social media marketing communication for institutions of higher education." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3088.
Повний текст джерелаАнотація:
Thesis (MTech (Public Relations Management))--Cape Peninsula University of Technology, 2019Several studies have been done showing that universities across the world are using social media platforms, to a lesser or greater degree, in their marketing communication strategies; however, the success of this recruitment method is relatively untested. In order to determine the effectiveness of social media marketing communication on potential university students’ selection of a university, first-year students from the University of Johannesburg were studied. Through a quantitative descriptive research study using a non-probability sampling technique and online electronic questionnaire, it was found that potential university students fall mainly within the Generation Z category (14 – 22 years old). Ninety-eight percent of the respondents in this study indicated that they used social media on a regular basis, however only 37.4% used social media in their choice of a university. More than half (58.3%) of the respondents visited university social media platforms prior to applying in order to look for information about the university, with 33% indicating that they visited these platforms to experience the culture of the university. The study has found that potential students do indeed visit multiple university social media platforms to compare university offerings, but that these platforms are currently not in the top five information sources that they consult in their university search process. Facebook is the most consulted social media platform for this purpose, taking the sixth place on the list of information sources consulted. This makes social media a definite contender in the blend of marketing communication tools a university can use to influence a potential student’s choice of study destination. The findings about these Generation Z potential university students, their use of social media, and their information requirements when researching higher education institutions, can provide valuable insights for university marketers and communicators.
14
Giblin, Patrick J. "Social media's impact on higher education crisis communication plans." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/776.
Повний текст джерелаАнотація:
Using case study methods, four crises that were reported in the past 36 months were examined to see if university officials modified established crisis communication plans to better respond to messages and rumors on social networking. Two of the crises dealt with safety issues and two were reputational crises designed to discredit the institution. Four communication professionals were also interviewed for their opinions about social networking use during crises. The study concludes that universities should adopt a social networking aspect into crisis communication plans, including preauthorizing specific types of messages to be released during the first few minutes of a crisis without review from higher administrators. A model of this new crisis communication plan is included. Social media use is also recommended during other stages of a crisis to better inform the community of what is happening on a campus.
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Menzies, Kathleen. "Academic attitudes to new media in UK higher education : an interdisciplinary study." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/618069/.
Повний текст джерелаАнотація:
This thesis examines the attitudes of UK academics toward new media as both cultural artefacts and tools, assessing the relationship of those attitudes to traditionally distinct disciplinary structures. An inclusive and conceptually informed framework was developed following a review of multi-disciplinary literatures addressing the organisation of disciplines, the management of Higher Education, and the multiple meanings of new media. The original contribution of the thesis is an enriched understanding of what new media mean to academics both symbolically and practically at a time of immense technological and organisational change. Empirical data were gathered from a sample of 209 UK academics in four academic fields which were selected strategically using a frame based on the work of Whitley (2000). The primary instrument used was a self-administered online questionnaire (distributed to 953 individuals in 112 in-scope institutions, hence the response rate is 22 percent) using Likert scales and semantic differentials to capture attitudinal statements. Illustrative, descriptive and inferential statistics were computed from this, although it must be noted that the population size could only be estimated. An analysis of commonalities and differences in emerging and conventional disciplinary structures suggests a stronger influence of the practical rather than symbolic influences of discipline on academics' attitudes toward new media. A homogenisation of attitudes is found across not only disciplines, but genders, age groups, and experience levels. At the same time, while these findings echo those of other research, strong conceptual and methodological differences remain evident in debates about new media in much scholarly literature, primarily that drawn along disciplinary lines, or for a specialist audience. This suggests two equally important positions from which academics assess new media; those rooted in disciplinary modes, and those common to multiple practitioners and audiences in the academic 'workspace'. This can be seen as symptomatic of the new managerial models for research, teaching and assessment currently prevalent within HE.
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Tlebere, Thabo Eugene. "A model for supporting environmental awereness in higher education using social media." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020820.
Повний текст джерелаАнотація:
University sustainability is a field of research that has been gaining increased interest in recent years. The reduction of environmental impact has become a strategic objective of universities globally. Universities have been prompted to take necessary action to ensure that their environmental impact is at a minimum. The environmental component of sustainability deals with the current conservation of the earth’s natural resources so that future generations can also have access to them. Human beings, due to their increasing needs, are accountable for the exploitation of natural resources. They are regarded as the main contributors to imbalances in the natural systems. Environmental concerns such as global warming, deforestations, disposal of wastes, and ozone reduction are the outcomes of the damage caused by humans on the environment. The aim of environmental education is to acquire remediation of the environment by making individuals aware of the environment and by educating them about how to live a more sustainable lifestyle. Environmental awareness is perceived as knowledge of the factors that affect the environment and having sensitivity towards the environment. Higher Education Institutions (HEIs) bear the responsibility of educating individuals about environmental issues since they provide education to future leaders in society who may have an influence on future conditions in the environment. Social media are capable of delivering information to a large spectrum of audiences at a low cost. The Pew Internet American Life Project reported that the number of adults who utilise social media has increased by 57 percent from 2005 to 2011. Several environmental activist organisations utilise social media to carry out environmental awareness campaigns. In this study two environmental awareness campaigns which were powered by social media were conducted to improve environmental awareness of individuals in a higher education environment. A Social media Model for ENvironmental Awareness (SMENA) was developed to facilitate the environmental awareness campaigns. The SMENA includes a website, social media as well as theoretical guidelines for creating environmental awareness campaigns, and for using social media for environmental awareness campaigns. A case study at the Nelson Mandela Metropolitan University (NMMU) was used to empirically evaluate SMENA. Students at the Department of Computer Sciences of NMMU were exposed to information about environmental issues through social media with the intention of improving their environmental knowledge and awareness. The SMENA website usability was rated positively and students enjoyed the blogs and information distributed by means of social media. The results of the study intervention were positive and showed that social media can be used to improve the environmental knowledge of students. This study provides a valuable contribution to both the field of environmental education and social media usage and acceptance. The guidelines and requirements for using social media to improve environmental awareness provided in this study can be used to assist educators and university management with addressing the problems of reducing environmental impact.
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De, Beer Adam. "Lights camera lesson plan : higher education programme design in the film and media environment." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/10416.
Повний текст джерелаАнотація:
Includes bibliographical references (leaves 76-79).The primary aim of this this research is to explore the question of how learning programmes in higher education are constructed by craft-specific film, television and media industry professionals. This research gathers information from these professionals, tasked with the development and design of their relevant programmes, and focuses on uncovering the influences on their decision-making in the programme design process, and relating these influences of pedagogic theory.
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Josefsson, Pernilla. "Higher education meets private use of social media technologies : An explorative study of students’ use." Doctoral thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-219418.
Повний текст джерелаАнотація:
The work in this thesis sets out to explore how students perceive social media use in the context of higher education. More precisely, the focus is on students' use of, experience with, and attitudes toward the integration of social media into their learning environment. To complement this, teachers' incentives for including social media have been studied; to some extent their communication, attitudes, and online activity were also analyzed. The four different studies included in this thesis incorporated three major types of social media technologies: a social networking service (Facebook), a collaborative editable webpage (Wikipedia), and a microblog (Twitter). The studies adopted different approaches to data collection and analysis, including both qualitative and quantitative methods. The specific methods for each study were chosen to accommodate the research questions, for reasons of access to information, and due to ethical considerations. While each study differs in starting point and scope and provide particular contributions to the research area, the main contributions of the work as a whole are connected to findings on attitude changes, the professional role in students' use of social media, their teacher-like actions, confusion regarding moving between the identified roles, and the implementation of social media in higher education. The findings presented here are appropriate for guiding a nuanced discussion regarding the implementation of social media technologies in higher education, an implementation that was found to be contingent on appropriate use and a suitable social context. The findings suggest that the inclusion of social media in non-private contexts generally needs to have a clear aim and strategy for achieving it. The roles defined in this work - in terms of both being a student and the private and professional roles - could also serve as the basis for further exploration in other areas with comparable hierarchies in which it is necessary to understand how the individual relates to self-presentation, technological constraints, and roles, such as the relation between an employer and employee.Denna avhandling avser att utforska hur studenter upplever användningen av sociala medier i högre utbildning. Närmare bestämt så ligger fokus på studenternas användning, erfarenhet och attityder till sociala medier när dessa integrerats i studenternas lärmiljö. Som komplement har också lärarnas incitament för inkludering av sociala medier belysts, samt i viss utsträckning även deras attityder, användning och kommunikation i respektive socialt medium. Fyra olika studier inkluderas i denna avhandling, och inkorporerar i sin tur tre olika typer av sociala medier: en social nätverkstjänst (Facebook), en publikt redigerbar webbplats (Wikipedia), och en mikroblogg (Twitter). Vidare har studierna använt olika metoder för datainsamling och analys, där både kvalitativa samt kvantitativa metoder finns representerade. Metoderna valdes med hänsyn till forskningsfrågorna, men baserades även på informationstillgång och etiska överväganden. De enskilda studierna hade olika syften och omfattning, och därigenom har de bidragit till specifika forskningsfynd. Huvudbidraget från detta arbete är kopplat till slutsatser kring studenters attitydförändringar, den professionella rollen i studenters användning av sociala medier, deras lärarliknande agerande, förvirring beträffande att röra sig mellan de identifierade rollerna, och implementeringen av sociala medier i högre utbildning. Resultaten utgör en grund för en nyanserad diskussion kring implementeringen av sociala medier i högre utbildning; en implementation som beror på lämpligt användande i lämplig social kontext. En tolkning av detta är att inkluderande av sociala medier i icke-privata kontexter bör ha ett klart mål och en tydlig strategi. Rollerna som definieras i detta arbete - student, privat och professionell - utgör underlag för utforskande inom områden där jämförbara hierarkier finns representerade och där det är nödvändigt att förstå hur individen förhåller sig till självpresentation, tekniska begränsningar och roller. Exempel på ett sådant är relationen mellan arbetsgivare och arbetstagare.
QC 20171211
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Ewing, Laura Anne. "#networkedglobe: Making the Connection between Social Media and Intercultural Technical Communication." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5945.
Повний текст джерелаАнотація:
Preparing students of technical communication in the twenty-first century means training them to rhetorically utilize a wide variety of online tools. Technical communicators are now required to employ social media applications on a daily basis to communicate with clients, consumers, colleagues, and other organizations. These online modes have also opened the door to global communication wider and continue to present opportunities and challenges to technical communicators worldwide. Using Japan as a model, this dissertation sought to demonstrate a rhetorical exigency for teaching intercultural social media communication strategies to future technical communicators in the United States. The goal of this dissertation was to ultimately answer the research question: How can American technical communication programs prepare students to act as social media experts in Japanese contexts?
To do this, I first conducted a thematic analysis of American technical communication syllabi and found that few engage intercultural social media in a meaningful way in the classroom. This was followed by a content analysis of the online social media presence of Japanese businesses, which demonstrated that evidence exists for the rhetorical exigency of intercultural social media communication in Japan. Calling on these analyses, this dissertation contributes a blended online service-learning curriculum for teaching intercultural social media in the technical communication classroom. The program described in this project can provide students with the opportunity to interact with Japanese professionals by building a social media presence for a foreign organization, receiving professional feedback on their performance, and adapting their skills as technical communicators for intercultural situations.
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Schmidt, Hans. "Media Creation and the Net Generation: Comparing Faculty and Student Beliefs and Competencies Regarding Media Literacy within Higher Education." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/75071.
Повний текст джерелаАнотація:
Mass Media and CommunicationPh.D.
This document presents a dissertation research project that involved studying: (1) faculty perceptions and student media creation competencies, (2) faculty and student perceptions of the extent to which media creation competencies are addressed within higher education, and (3) faculty and student perceptions of the importance of addressing media creation competencies within higher education. While the perception exists that today's college students are digital natives, comfortable with all forms of new media and digital technology, previous research suggests that there may be limits to the media savvy of today's college students. This study considers the extent to which students possess competencies related to one dimension of media literacy, namely, media creation. Additionally, this study considers similarities and differences that exist between faculty perceptions and student competencies and perceptions. By using faculty interviews (N=16) and a student questionnaire (N=409), data were gathered at a four-year university in Pennsylvania. Data suggest that students infrequently engage in media creation activities and perceive that they learn very little about media creation in college classes, yet feel that it is important to learn about media creation. Similarly, faculty members perceive that students rarely engage in media creation activities and lack media creation competencies. Further, faculty members perceive that they rarely include course content related to media creation in their classes, yet feel that it is important for college students to learn about media creation. Accordingly, this research suggests that, despite the perception that today's college students are digital natives, individuals of this generation typically lack the media creation competencies that are an important dimension of overall media literacy. Additionally, data suggest that, despite the perception that students should be learning about media creation, they currently rarely learn about this aspect of media literacy at the college level.
Temple University--Theses
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Ma, Wai-kit Will. "Understanding online knowledge sharing an interpersonal relationship perspective /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43949988.
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Smahi, Mohamed. "Utilizing Social Media in Higher Education Teaching by Ohio University's Patton College of Education Faculty Members." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1489006349270767.
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Shi, Ge. "A qualitative research on higher education media education in Beijing : from eight professors and professionals' perspectives." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59107.
Повний текст джерелаАнотація:
This research aims to examine university level media education in Beijing, China. The purpose is to improve the curriculum and pedagogy of media education at the university level. This qualitative research is designed to explore “what are the values and beliefs underpinning higher education media education curriculum in Beijing, China?” More precisely, based on conducting semi-structured interviews with eight participants, three sub-research questions were identified and explored: (a) what are the values and beliefs of theory underpinning media education curriculum in Beijing, China; (b) what are the values and beliefs of practice underpinning media education curriculum in Beijing, China; (c) what might the underpinning values and beliefs be in Chinese media education in the future? This study endeavors to provide a holistic view of present media education curriculum and pedagogy in Beijing. The hope is that it might develop thoughtful views of theory and practice learning in media education and contribute toward a framework of what media education could be.Education, Faculty of
Graduate
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Visser, Ilze. "Impact of social media on the brand image of a higher education institution." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1011274.
Повний текст джерелаАнотація:
Social media is an unexplored and new area, for both businesses and academia. Many institutions are not confident on how to improve their business through the use of social media, neither for internal or external purposes. Social media is nevertheless immense among private persons (Wikström & Wigmo 2010:1) and to ignore this would be a critical mistake by marketing communicators, regardless of the economic sector in which they operate. Therefore, this study intended to expand on the current limited knowledge and information available relating to the use of social media by Higher Education Institutions (HEIs) to improve their brand image. The primary objective of this research was to evaluate and empirically test the impact of selected Brand identity variables (Brand reputation, Brand relevance, Brand personality, Brand performance and Brand relationship) on the Brand image of a HEI, through the use of social media. The focus was on the impact of social media (Facebook) on the brand image of a Higher Education Institution (HEI), namely the Nelson Mandela Metropolitan University (NMMU), which was used as the sample for this study.
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White, Andrew C. "Students' use of technology in an interdisciplinary multi-media course and the implications for teaching multi-media technology /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901299.
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Wang, Huei Lan. "Teaching media literacy through critical pedagogy : an action research project in higher education." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2058/.
Повний текст джерелаАнотація:
Taiwan was liberated from strict authoritarian rule in 1987, and freedom of the press was instituted in subsequent years. This was a big step forward for Taiwan, from closed authoritarianism to open democracy. Media had a hand in pushing Taiwan forward into the democratic age. Ten years later, in 1997, cable TV was introduced and the penetration rate of cable TV in Taiwan in 2007 is now the highest in the Asia-pacific region. Soon after cable TV was introduced, the internet emerged providing leading-edge, universal media access. In this information age, the process and pace of Taiwan democracy revolutionized further changes making media, as Helmsman noted, the boat transporting Taiwan to a world of new challenges. Reversing the long-term trend that had downplayed the media environment’s importance in Taiwan, media literacy has been gaining increasing interest among educators, government, researchers and observers in recent years. Although gradually adopting western standards, Taiwan media literacy education is nevertheless still in its infancy, focusing more on primary and secondary education rather than higher education. When surveying the literature on media literacy education, still very rare are instances encountered of systematic higher education teaching - either in Taiwan or worldwide - of media literacy education. Media literacy education's introduction in higher education will be a crucial component for media development in Taiwan. Given this context, this research aims to 1) outline the concerns and importance of media literacy education in Taiwan 2) demonstrate how youth consciousness is oppressed and manipulated by ideologies of power in society and the media 3) determine effective methods for improving university students' critical thinking about television. The research method I used applies action research to develop media literacy courses based on critical pedagogy to influence university students' television- viewing critical thinking abilities. I had a group of 13 university students taking general education program courses in their first through fourth year of study in Taiwan. As the teacher, I reflected on how best to beneficially change students’ knowledge, attitudes and behaviour during the course; this served to also enhance the relationship between teacher and students. The findings evidenced the effects of teaching/learning on media literacy by showing students' knowledge and critical thinking enhanced based on critical pedagogy; the findings also showed university students changing their media mindset by acquiring deeper internal media knowledge, while furthering their relationship to society and themselves through critical pedagogy; media literacy's teaching/learning effects produced through critical pedagogy were also identified. On the other hand, adoption of critical pedagogy to education - and then their dissemination into country and curriculum - needs further consideration to correspond with cultural issues
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Treyens, Cathleen Carey. "Framing analysis, the news media, and the evolution of higher education policy issues /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794361078392.
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McAliney, Peter J. "How undergraduate students use social media technologies to support group project work." Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599884.
Повний текст джерелаАнотація:
Technology continues to evolve and become accessible to students in higher education. Concurrently, teamwork has become an important skill in academia and the workplace and students have adopted established technologies to support their learning in both individual and team project work.
Given the emergence of social media technologies, I examined how these new technologies supported or interfered with group development processes underlying the development of team skills as students completed a group project. Using case studies, I examined 11 undergraduate students in an upper level blended class at a public university in the southeastern United States. Data were collected through a variety of sources including focus groups, individual interviews, reflection logs, and other group support tools provide by the instructor to see how students were using social media technologies to support their group project work. Data analysis resulted in six themes: 1) social media technology choices used to support group project work depended on individual team members' prior use and attitudes about technology; 2) social media technology is most useful for the "people" aspects of team projects; 3) certain technologies are more useful at different stages of the project; 4) lack of an explicit social media technology "contract" within a group leads to some unintended, negative consequences; 5) the immediacy associated with social media technology can blur the lines among specific team roles, ownership of tasks, and overall integrated project planning perspective; 6) social media technologies are used to produce a cooperative, not collaborative, deliverable.
For students to continue to make the best use of evolving technology, institutions may want to provide resources such as workshops and self-paced tutorials to students and instructors on how to use social media technologies to support learning outside the classroom. Instructors can enhance students' connections with their coursework by using social media technologies themselves and for class assignments. Researchers can extend this study by studying other student populations, such as adult learners and international students, as well as studying how social media is used in a variety of course delivery modalities, such as traditional classroom-based environments and distance learning.
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Coultman, Jacinth. "Motivating Higher Education Faculty for Technology Integration: A Private College's Approach." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/490.
Повний текст джерелаАнотація:
Some faculty in higher education are not embracing technology in their face-to-face classes. The purpose of this qualitative case study was to identify and describe faculty members' techniques for improving the technological integration within the curriculum at an urban college. This study investigated the incorporation of professional development activities within the college structure to determine if these mandated requirements resulted in enhanced technology use. Interview and observation data on technology integration practices were collected from 15 faculty members who taught within 5 departments of an urban college for 5 or more years. A combination of open and axial topic and descriptive coding was used to support inferential analysis. Observations revealed faculty were limited in their use of engaging and infused technology. Faculty wanted to use more technology of various kinds to support more active learning activities for students; they were concerned about their lack of skills and limited time for training. They appreciated the professional development offered and learned from the facilitator and from their peers; they became more aware of different technologies available. Needs identified included more release time for training, more differentiated training, and smaller groups when training. This study contributes to positive social change as it adds to the body of knowledge of faculty perception of technology integration into the curriculum. It also provides an analysis of the requirements for professional development training for successful technology integration at the college level. As technology continues to change, society demands that the educational arena produces students who will be active participants in this technological era. Faculty need to become more comfortable and proficient in technology use to enhance student learning.
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Shelton, Christopher. "Teacher thinking about technology in higher education : putting pedagogy and identity in context." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10018435/.
Повний текст джерелаАнотація:
Educational technologies occupy a significant and high profile position within higher education with some technologies widely used across the sector. However, although the use of new technologies is often encouraged through institutional policy, training and funding, there is significant variation in actual practices - especially with regards to teaching and learning. Research on teacher thinking suggests that this variation is related to university teachers‟ beliefs and knowledge about technology and learning. A mixed-methods approach was used to investigate university teachers‟ thinking about their use of technology. The first stage of data collection was a quantitative survey of 795 higher education teachers from a sample of 27 UK universities. This identified institutional and subject-related differences in teachers‟ perceptions of impact and use of particular technologies in their teaching. The second stage of data collection was a qualitative multi-site case study of eleven university teachers from three universities that identified their perceptions and beliefs about technology and the contexts in which they act. It investigated how these individuals formed and reinterpreted their beliefs about technology and how they made decisions about when and how to use (or not use) technology. The thesis shows how university teachers‟ thinking about technology is situated in the culture and contexts in which they live and work. It explores the relationships between pedagogic beliefs, beliefs about technology and teachers‟ perceptions of „control‟ over how they use technology. It identifies how some teachers used technology to communicate their personality and build relationships with students but, also, how some used technologies despite believing that these did not have a positive effect on student learning. It shows how, in making sense of their use of technology, academics draw on multiple sources including understandings of the impact of technology on culture and society, perceptions of higher education and their institution, their subject disciplinary background and their identity as teachers and academics.
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Lange, Shara K. "Teaching Media Ethics via Production." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3654.
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Cesarano, Alessandro. "Language Educators’ Perceptions of Their Use of Social Media for Pedagogical Purposes." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7132.
Повний текст джерелаАнотація:
Technology has changed the way we communicate, teach, and learn. Today’s generation of college students has never known what it is like to be without a cell phone or a computer. Social media is an integral part of their lives. As technology evolves, so do students’ expectations for a learning experience. This experience goes beyond the traditional classroom boundaries’ constrains. Understanding how to take advantage of the pedagogical potential of new technologies is therefore essential for language educators. Broadly speaking, there is much discussion about the integration of social media in language education. However, little is known about how these technologies may work in the language classroom. While many studies focus on the pedagogical benefits, few studies have explored the experiences of language educators who use social media to enhance and transform the traditional learning environment. Thus, the purpose of this qualitative exploratory case study was to explore language educators’ perspectives on their use of social media for pedagogical purposes. To gain a better understanding of language educators’ experiences in the use of social media, I interviewed a language educator at a large, public, research university, located in the Southeast of the United States. The primary data sources for this qualitative study consists of a semi-structured survey questionnaire, face-to-face, semi-structured interviews, and a researcher reflective journal. Throughout the study, I analyzed the data to build on the respondents’ comments. To ensure the trustworthiness of the study, I employed several techniques, including data triangulation, peer debriefing, member checking, reflexive journaling, and creating an audit trail. Study findings reveal that participants perceived social media as an instructional medium to blend informal learning into formal learning online, face-to-face, and blended environments, to facilitate a participatory culture, and to provide opportunities for students’ self-expression, self-reflection, and social interaction. Based on the findings, I offer recommendations for instructors, instructional designers, and policy developers. Finally, I address possible future research directions.
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Harris, Alycia. "Social construction of knowledge in a semiformal, long -term learning environment: A qualitative study." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/664.
Повний текст джерелаАнотація:
Social learning plays a critical role in cognitive apprenticeship, community of practice, and knowledge production theories. Gunawardena's interaction analysis model, which provides a means of evaluating discourse for social construction of knowledge, is comprised of five phases: (a) sharing and comparing, (b) disagreement, (c) negotiation and co-construction of new knowledge, (d) testing of knew knowledge, and (e) use or phrasing of new knowledge. There is a paucity of research that has empirically explored social construction of knowledge, especially in an extended semiformal asynchronous graduate learning experience. This study explored two research questions: whether social construction of knowledge took place, and if so, how such construction occurred. The study used data from two quarters of a five-quarter graduate level, asynchronous research laboratory allowing students in psychology programs to work on a faculty research project. This study was a qualitative secondary data analysis of 1,739 postings by 17 students and one instructor. The original transcripts were converted to a database for coding using the interaction analysis model. Numerous uses of phase II, disagreement, and above demonstrated that social construction of knowledge occurred and provided a method of understanding how such construction took place. Students socially constructed knowledge by expressing disagreement or dissonance and then worked together to synthesize new knowledge. As a critical component of situated learning, understanding social construction of knowledge provides impetus for pedagogical improvements for increased learning. This in turn can provide students with necessary knowledge and new ideas to apply toward positive social change in their communities.
34
Bencze, Alecia Nicole. "Dialogic Principles in Higher Education: A Longitudinal Content Analysis of Law School Instagram Use." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1593526455756984.
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Pumptow, Marina Isabel [Verfasser]. "Digital Media in Higher Education – The Use and Importance of Digital Media in Contemporary University Studies / Marina Isabel Pumptow." Tübingen : Universitätsbibliothek Tübingen, 2020. http://d-nb.info/122423281X/34.
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Sorensen, Ann L. "Serving students from a distance: A content analysis of persistent characteristics in distance learners." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618707.
Повний текст джерелаАнотація:
Distance learning has experienced a noteworthy increase in both the number of institutions offering alternatives to traditional classroom instruction, and the number of students participating in the various distant modalities. Accompanying the increase of students utilizing distance learning is the subsequent increase in students leaving their studies before completion. These two opposing increases have elevated the need to address retention in distance learning and specifically, online distance learning. This study utilizes the results of a Transfer Student Survey administered to criminal justice and nursing online students between 2006 and 2008. Survey results were used to determine if specific traits of persisters and non-persisters could be identified, in an effort to shine light on potential services that could be utilized to reverse attrition.;This quasi-qualitative study of online distance learners revealed some characteristic differences between persisters and non-persisters as well as between the majors of study. Outcomes of the survey were subdivided by nursing persisters and non-persisters, criminal justice persisters and non-persisters, and aggregate persisters and non-persisters. This data was further scrutinized by frequency of response as well as by mean and median scores. From that point, differences that might not have been evident through quantitative review were able to be brought to the forefront. Consequential conclusions were then utilized to provide recommendations to the institution regarding services that could be beneficial to overcome areas of deficiency with the ultimate goal of improving retention among distance learners. Additionally, suggestions were made pertaining to the challenges experienced by the limitations of the Transfer Student Survey.;Further study of distance learners, particularly in varying majors, is needed to ascertain whether there is a connection between field of study and attrition. Furthermore, results of this study alluded to time constraints and lack of priority being placed on studies as potential causes of departure. Additional research of distance learners should be done that supports or disputes these findings.
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Sechrist, Scott Richard. "Organizational citizenship behaviors and technologically proficient university faculty." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539618639.
Повний текст джерелаАнотація:
As institutions of higher education seek to meet the demands of a changing technological environment, they are compelled to push for increased faculty use of technology in their instructional and scholarly pursuits. as more faculties adopt these innovations, universities find themselves unable to provide the necessary technological support required. Filling this support gap are the techno-profs, faculty members who are technologically proficient, have a network of technological resources, reside at the department level, and are willing to assist most everyone who asks for help.;The purpose of this study was to determine if the techno-profs within various university administrative units have common social and personal characteristics, provide similar technological contributions to their units, exhibit characteristic organizational citizenship behaviors (OCB), and experience positive or negative effects on their careers as a result of these discretionary behaviors.;Social network analysis of the results of a World Wide Web based survey of two academic departments at two universities in the southeastern United States revealed three techno-profs to whom other faculty went for assistance. Semi-directed interviews of the three techno-profs, their deans, and the information technology administrators at both institutions were conducted using a conceptual framework of the university as a social organization based upon the works of Goran Ahrne (1994) and Shirley, Peters, & El-Ansary (1976).;It was concluded that by relying so heavily on techno-profs to provide technological expertise and by providing them the most advanced technological resources, organizations, in essence maintain these faculty in a position that benefits the institution, but is often detrimental to the individual. Techno-profs can easily attribute an exaggerated worth to their technological abilities and importance to the organization as the university pays little heed to their contributions at promotion and tenure time.;Further research is needed to evaluate the effects of OCB on faculty in disciplines other than Humanities, and at different points along the faculty career path. A study of the financial impact of OCB is also needed.
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Charlton, Terence James. "Active learning in computing : using social media to support group work in higher education." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2203.
Повний текст джерелаАнотація:
Active Learning in Computing was the first Centre for Excellence in Teaching and Learning project for Computing Science in England. Facilitating a shift towards far higher levels of active learner engagement in the HE computing curriculum, the project’s primary objectives sought to enhance the student learning experience by placing a far greater emphasis on both industry-relevant group work and independent problem solving. As part of this initiative, Newcastle and Durham University partners extended their traditional team-based software engineering programmes to address the emerging commercial adoption of Global Software Development (a practice whereby virtual teams of distributed domain experts use ICT-mediated systems to work collaboratively across spatial, temporal and organisational boundaries). Running over the course of an entire academic year, participating undergraduate students were placed into “virtual companies” and encouraged to collaborate both locally and cross-site to create a variety of complex software solutions for real-world industrial clients. Supported by considerable investment in ICT infrastructure, this approach sought to generate active interaction between team members and foster the development of both interpersonal and vocational skills significant to the requirements of employers. However, despite the best efforts of the Active Learning in Computing team, students continually reported substantial difficulties interacting and communicating with their peers both locally and cross-site; this in turn led to frequent duplication of work and increased team member frustration and isolation. Motivated by a desire to resolve these important issues, a new stream of research was established at Newcastle University to explore new, innovative and cost-effective ways to generate and maintain student interaction across all aspects of the group programming activity. Based upon the initial results of this work and an investigation into informal team communication strategies, an Internet-based Web 2.0 social application named CommonGround was developed and deployed on the Facebook platform. Conceived of as a means to reduce geographic and temporal barriers to student interaction and community formation, the tool combined project-centric planning facilities with Facebook’s built-in communication affordances. By doing so, the tool helped to foster the generation of social capital and the inclusion of “peripheral” team members who often presented difficulties forming and maintaining offline relationships with their colleagues. Representing the main contribution of this Active Learning in Computing was the first Centre for Excellence in Teaching and Learning project for Computing Science in England. Facilitating a shift towards far higher levels of active learner engagement in the HE computing curriculum, the project’s primary objectives sought to enhance the student learning experience by placing a far greater emphasis on both industry-relevant group work and independent problem solving. As part of this initiative, Newcastle and Durham University partners extended their traditional team-based software engineering programmes to address the emerging commercial adoption of Global Software Development (a practice whereby virtual teams of distributed domain experts use ICT-mediated systems to work collaboratively across spatial, temporal and organisational boundaries). Running over the course of an entire academic year, participating undergraduate students were placed into “virtual companies” and encouraged to collaborate both locally and cross-site to create a variety of complex software solutions for real-world industrial clients. Supported by considerable investment in ICT infrastructure, this approach sought to generate active interaction between team members and foster the development of both interpersonal and vocational skills significant to the requirements of employers. However, despite the best efforts of the Active Learning in Computing team, students continually reported substantial difficulties interacting and communicating with their peers both locally and cross-site; this in turn led to frequent duplication of work and increased team member frustration and isolation. Motivated by a desire to resolve these important issues, a new stream of research was established at Newcastle University to explore new, innovative and cost-effective ways to generate and maintain student interaction across all aspects of the group programming activity. Based upon the initial results of this work and an investigation into informal team communication strategies, an Internet-based Web 2.0 social application named CommonGround was developed and deployed on the Facebook platform. Conceived of as a means to reduce geographic and temporal barriers to student interaction and community formation, the tool combined project-centric planning facilities with Facebook’s built-in communication affordances. By doing so, the tool helped to foster the generation of social capital and the inclusion of “peripheral” team members who often presented difficulties forming and maintaining offline relationships with their colleagues. Representing the main contribution of this Active Learning in Computing was the first Centre for Excellence in Teaching and Learning project for Computing Science in England. Facilitating a shift towards far higher levels of active learner engagement in the HE computing curriculum, the project’s primary objectives sought to enhance the student learning experience by placing a far greater emphasis on both industry-relevant group work and independent problem solving. As part of this initiative, Newcastle and Durham University partners extended their traditional team-based software engineering programmes to address the emerging commercial adoption of Global Software Development (a practice whereby virtual teams of distributed domain experts use ICT-mediated systems to work collaboratively across spatial, temporal and organisational boundaries). Running over the course of an entire academic year, participating undergraduate students were placed into “virtual companies” and encouraged to collaborate both locally and cross-site to create a variety of complex software solutions for real-world industrial clients. Supported by considerable investment in ICT infrastructure, this approach sought to generate active interaction between team members and foster the development of both interpersonal and vocational skills significant to the requirements of employers. However, despite the best efforts of the Active Learning in Computing team, students continually reported substantial difficulties interacting and communicating with their peers both locally and cross-site; this in turn led to frequent duplication of work and increased team member frustration and isolation. Motivated by a desire to resolve these important issues, a new stream of research was established at Newcastle University to explore new, innovative and cost-effective ways to generate and maintain student interaction across all aspects of the group programming activity. Based upon the initial results of this work and an investigation into informal team communication strategies, an Internet-based Web 2.0 social application named CommonGround was developed and deployed on the Facebook platform. Conceived of as a means to reduce geographic and temporal barriers to student interaction and community formation, the tool combined project-centric planning facilities with Facebook’s built-in communication affordances. By doing so, the tool helped to foster the generation of social capital and the inclusion of “peripheral” team members who often presented difficulties forming and maintaining offline relationships with their colleagues.
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Monteiro, Shameen Sucrine. "Mobile Devices in Higher Education: Faculty Perception in the United Arab Emirates." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7826.
Повний текст джерелаАнотація:
Research has been conducted on the effectiveness of mobile devices in education; however, few scholars have addressed how faculty members perceive the use of mobile devices in the classroom. Mobile devices in higher education have the potential to support innovative teaching modalities. The purpose of this qualitative case study was to explore faculty perceptions of using the mobile device as an instructional aid in a higher educational institution in the United Arab Emirates (UAE). The conceptual framework was Zhao and Frank's metaphorical use of ecology and the ecosystem. Three research questions focused on faculty members' perceptions of uses, challenges, and cultural effects of integrating mobile devices into teaching. A purposeful sampling method was used to find participants for the study. Criterion based logic, semistructured, face-to-face interviews were conducted to collect data from 8 full-time, expatriate faculty members (4 from the federal university and 4 from the private university of UAE) teaching in UAE for at least 2 years who were avid users of mobile technology for classroom instruction. Interviews were transcribed, and the data were coded to identify patterns and major themes. The results showed that faculty used mobile devices for instructional purposes, increasing engagement, improving collaboration and pedagogical practices, and promoting UAE culture. Faculty also reported challenges with mobile technology such as distraction and cheating. The results of the study can lead to a positive social change by guiding higher education faculty on how to improve the status quo and assist in planning pedagogy and facilitating mobile-enhanced learning environments.
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Ternes, Jacob A. "Using social media to engage students in campus life." Kansas State University, 2013. http://hdl.handle.net/2097/15596.
Повний текст джерелаАнотація:
Master of ScienceDepartment of Special Education, Counseling and Student Affairs
Doris Carroll
Social media is the use of online applications and websites to create and exchange user-generated content. These websites are becoming ever more popular with college aged students to connect with their peers, businesses, and areas of interest. These websites could be taken advantage of to provide new opportunities to engage students in campus life. This paper examines the concept of student engagement and the role of social media in engaging student with campus life. A brief overview of Facebook and Twitter, the two most popular social networks, is provided. This paper also reviews the limited body of research available on the impact of social media on student engagement. It is argued here that social media can be a positive influence on student engagement within the college campus and could lead to improvements in the way that higher education professional assist with student development. Due to the limited amount of academic research available, popular news sources as well as websites and blogs were examined to determine the most influential uses of social media, and this report makes recommendations for incorporating social media use into higher education. Social media allows higher education professionals to “meet students where they are” and provide for opportunities for engagement and student development. If the recommendations made in this report are implemented by student affairs professionals, they could be assessed for their impact on student engagement and development in the future.
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Willis, L. Anne. "Desegregation at Auburn University a historical look at the uses of media /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/master's/WILLIS_LEE_33.pdf.
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Lange, Shara K. "Integrating Media Ethics and Production." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3665.
Повний текст джерелаАнотація:
Excerpt: Ethics has always been part of a Mass Communication core, but I wondered what rethinking production courses. What if instead of teaching ethics separately, we considered an educated media-maker as one who makes ethical decisions at each step of the process--before taking a camera out of the case, before hitting record, before posting a single frame online? What if we taught video production this way in order to emphasize the power, responsibility and risk inherent in each choice.
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Moody, Catrina V. "How Interactive Video (ITV) Web-Enhanced Format Affects Instructional Strategy and Instructor Satisfaction." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1045.
Повний текст джерелаАнотація:
This qualitative study explored the quality of technology associated with interactive video (ITV) classes in distance education programs and the resulting satisfaction of the instructors teaching this format. The participants were full time instructors of a rural community college that used the ITV format. Community college ITV instructors are knowledgeable about the ITV technology and are in need of research that explores the satisfaction of that technology. Distance education theory, social constructivism, individual and collaborative learning, and technology formed the foundation for the research. Grounded theory was used to generate a theory about the perceptions of the instructors. Data collected included surveys, interviews, and observations of the interviews. Data were analyzed using theoretical sampling, constant comparison, open coding, axial coding, and selective coding. Analysis indicated that instructors' perceived greater satisfaction teaching in an ITV environment when the structure of the class was optimum for the course, the audio/visual technology worked effectively, the Web-enhanced component of the course ran smoothly, IT was available, quality training was offered, and transactional distance was perceived as minimal. This grounded theory provides positive social change for other educators and administrators who teach ITV by guiding their efforts to use ITV course delivery systems in ways that ensure the fulfillment of needs for both instructors and their students.
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Wongpang, Prayoot. "Participative design for learning and teaching of art, media and design in Thai higher education." Thesis, University of the West of England, Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275350.
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Forsman, Sandra. "IKT-användning inom gymnasieskolans fysikundervisning." Thesis, Mittuniversitetet, Lärarutbildning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-13715.
Повний текст джерелаАнотація:
En undersökning av hur gymnasielärare i fysik använder metoder som inkluderar informations- och kommunikationsteknik i sin fysikundervisning gjordes. Studien baserades på intervjuer samt enkätsvar av sex lärare från olika gymnasieskolor inom Västernorrlands län. Intervjuerna analyserades i en jakt på övergripande mönster och enkätsvaren sammanställdes för att ge kompletterande kvantitativt stöd till intervjuerna. Slutsatserna visar att ingen av de här lärarna arbetar med metoden RealTime Physics, men att de till stor grad använder liknande metoder på liknande sätt men även att det finns en spridning inom gruppen när det gäller hur de använder den här metodtypen. Undersökningen visar även att den här lärargruppen har en positiv syn på den här typen av metoder även om de identifierat behov av mer teknisk utrustning, kompetens och tid för att arbeta på det här sättet.
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Curry, Robert Furman. "Academic advising in distance education." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618386.
Повний текст джерелаАнотація:
This study compared and contrasted current goals and practices of institutional advising programs with those utilized specifically by distance education programs. as part of the conceptual framework, the study analyzed seven practices of advising programs identified through previous research on academic advising: delivery systems, organizational models, evaluation, support or reference materials, required occasions for academic advising, group advising, and advisor-student communication. The eight advising goals of the National Academic Advising Association (NACADA) were also used to build the conceptual framework.;Data were collected through a survey which resulted in descriptive statistics on advising goals and practices in distance education. Data analysis involved comparisons of results of the Academic Advising in Distance Education Survey developed for this study with data from American College Testing's Fourth National Survey of Academic Advising. Participants were identified from Peterson's 1996 publication, Guide to Distance Learning. Institutions selected for the sample had at least one baccalaureate degree program available at a distance, using primarily electronic means of instruction. One institutional representative completed the survey. Eight-nine surveys were mailed to institutions that met the study's definition of distance education. Seventy-three of these surveys were returned for a response rate of 82%.;Results showed that NACADA's advising goals were relevant for distance education; mean achievement was higher for each goal in distance education when compared with institutional advising programs. Advising practices were similar for distance education and institutions as a whole in that faculty advisors were the most frequent deliverers of advising services. There were differences between institutional and distance education advising programs in other practices, with less utilization of group advising, institutional reference materials, and advising evaluation in distance education.
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Boonlue, Thanyalak. "Self-compassion, psychological resilience and social media use in Thai and British higher education students." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36142/.
Повний текст джерелаАнотація:
Young people face a number of important changes as they embark on their university studies and previous research has suggested that self-compassion and psychological resilience are likely to be the protective factors for young people during this transition point. To date, no research has focused on self-compassion, psychological resilience among Thai and British students. Furthermore we are yet to develop an understanding of how social media amongst other factors affects self-compassion and psychological resilience, in particular how social media use might help students to better deal with potential difficulties in their lives. The aim of this thesis was to explore the factors that affect self-compassion and psychological resilience among Thai and British university students and to explore the role that social media use has on these constructs. Using a mixed methods approach, a total of 767 University students (482 Thai and 285 British undergraduate students) completed a questionnaire examining the predictors of self- compassion and psychological resilience and this was then followed up with 42 in-depth semi structured interviews (21 Thai and 21 British undergraduate students). The results of the questionnaire showed that personal factors and social media factors were predictors of self-compassion in both Thai and British students. In addition, social support and perceived success influenced psychological resilience among Thai and British students. The qualitative data showed that Thai and British students had experienced similar kinds of problems, for example, academic problems and relationship difficulties. The findings highlighted the importance of family and friends for helping Thai and British students to deal with difficulties in life while teachers and social media also had a small but important role to play. Finally, the findings highlighted that the different cultural dimensions had a vital effect on understanding self-compassion, psychological resilience and social media use in Thai and British students. These findings provide insights for Thai and British university lecturers as to how to use social media to enhance self-compassion and psychological resilience in their students. They also provide beneficial information for Thai and British university lecturers and psychologists to develop programs to enhance Thai and British students’ self-compassion, psychological resilience and effective social media use. Finally, the findings of this thesis will help Thai and British university lecturers, counsellors or psychologists to assist vulnerable students in dealing with the difficulties they face in an appropriate manner.
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Bukvova, Helena, Steffen Gilge, and Eric Schoop. "Virtual Collaboration in Higher Education Blended Learning Arrangements." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-140125.
Повний текст джерела
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Fewell, Patricia J. McCarthy John R. "Congruency of the perceived roles of the media professional as held by faculty members and media professionals in higher education institutions." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818711.
Повний текст джерелаАнотація:
Thesis (Ed. D.)--Illinois State University, 1988.Title from title page screen, viewed September 6, 2005. Dissertation Committee: John R. McCarthy (chair), Patricia Klass, Eugene Irving, David Tucker, Gerry McKean. Includes bibliographical references (leaves 113-119) and abstract. Also available in print.
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Bukvova, Helena, Steffen Gilge, and Eric Schoop. "Virtual Collaboration in Higher Education Blended Learning Arrangements." Technische Universität Dresden, 2006. https://tud.qucosa.de/id/qucosa%3A27867.
Повний текст джерела